In the Editorial for the previous issue of Journal of Global Ethics, we selected to discuss COVID-19, a global issue affecting very nearly all of us in unprecedented ways. The disease continues as...

A biography of the seventeenth-century French mathematician and philosopher whose revolutionary methods of reasoning greatly influenced future scientific thinking.

We examined developmental changes in British children’s (8- to 10-year-olds) and adolescents’ (13- to 15-year-olds,N = 340; FemaleN = 171, 50.3%) indirect bystander reactions (i.e., judgments about whether to get help and from whom when witnessing social exclusion) and their social-moral reasoning regarding their reactions to social exclusion. We also explored, for the first time, how the group membership of the excluder and victim affect participants’ reactions. Participants read a hypothetical scenario in which they witnessed a peer being excluded from (...) a school club by another peer. We manipulated the group membership of the victim (either British or an immigrant) and the group membership of the excluder (either British or an immigrant). Participants’ likelihood of indirect bystander reactions decreased from childhood into adolescence. Children were more likely to get help from a teacher or an adult than getting help from a friend, whereas adolescents were more likely to get help from a friend than getting help from a teacher or an adult. For both indirect bystander reactions, children justified their likelihood of responding by referring to their trust in their teachers and friends. Adolescents were more likely to refer to group loyalty and dynamics, and psychological reasons. The findings support and extend the Social Reasoning Developmental (SRD) approach by showing the importance of group processes with age in shaping children’s judgments about how to respond indirectly by asking for help from others, when they are bystanders in a situation that involves exclusion. The findings have practical implications for combating social exclusion and promoting prosocial bystander behavior in schools. (shrink)

(Unpublished writing, 2007) This article briefly introduces a new argument concerning corporate social responsibility, based in an analysis of values expressed by the recent and contemporary liberal economists Milton Friedman and Michael Jensen. I will provide the gist of the argument by considering implications of Friedman’s very familiar view, that “…there is one and only one social responsibility of business - to use its resources and engage in activities to increase its profits so long as it stays within the rules (...) of the game.” Harvard professor Michael Jensen has argued from slightly different premises to a similar conclusion, that “social welfare is maximized when all firms in an economy attempt to maximize their own total firm value.” Vestiges of such influential argument are also easily spotted in American corporate culture (See Palmer, 2007). I suggest that these authors’ positions allow for possibilities that undermine their broader fundamental values, however. I will concentate especially on Friedman’s classic treatment of liberal politics and capitalist economics, Capitalism and Freedom, in which he alludes to the importance of accepting and promoting individual freedom. Such values demand governmental and social stability, and so, in some cases, particularly where business activity may destabilize society, it would appear that freedom may be seriously threatened by corporate activity that follows Friedman’s narrow prescription. Nowhere is this more evident, at present, than in the Niger River Delta, where the promise and profits of oil have produced a society in great disarray. A case study of the delta situation indicates the problems of the narrow view of business goals and business responsibility, and this article will go on to consider possible solutions to those problems that delineate general sorts of responsibilities. The solutions require corporations to take a much broader view of their activity: I suggest that Friedman’s flaw reflects a general weakness of liberal individualism, nicely exposed in Amartya Sen’s arguments that lead to the conclusion that, “we have to see individual freedom as a social commitment.” That social commitment includes the goal of promoting individual freedom, but reaching for the goal may proceed along lines that are not so narrowly economic as Friedman would have, indicating new roles for business and government cooperation even in less extreme cases than that of the Niger Delta. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A NOTE ON THE RELATION OF PACIFISM AND JUST-WAR THEORY: IS THERE A THOMISTIC CONVERGENCE? 1 GABRIEL PALMER-FERNANDEZ Youngstown State University Youngstown, Ohio FOR CENTURIES, the moral analysis of war began with a consideration of a set of principles which together form the doctrine of the just-war and with a rejection of pacifism. However, several recent studies by Catholic moralists argue that pacifism and just-war theory have much (...) in common and converge in at least one morally important way-namely, they share a presumption against violence. In this note I want to consider whether or not classical just-war theory gives us reason to accept this claim. I will give evidence against it, and suggest that the "original just-war question," as James Turner Johnson calls it, does not begin with aprohibitive presumption or some equivalent constraint on action. If we are to speak of a presumption in classical just-war theory, it is that justice be done for the sake of the common good. Up to very recent times, those Christian denominations which Ernst Troeltsch called the "church-type" (Lutheran, Anglican, Calvinist, and Roman Catholic) upheld a " two-tiered " or "double" morality. A "vocational" pacifism was required of clerical ranks, and the individual Christian was obligated to take up arms for the sake of the common good. For example, prior to the Second Vatican Council, Roman Catholic teaching on war rejected conscientious objection to all war (i.e., pacifism) as an option for Catholics. Manuals of moral theology prior to Vatican 1 I wish to acknowledge the very helpful and detailed comments provided by Richard B. Miller to an earlier version of this paper. 247 248 GABRIEL PALMER-FERNANDEZ II did prohibit the soldier from fighting in an unjust war and made room for subjective doubt about the justice of a particular war. But the consensus among Catholic theologians was both wide and deep. Pacifism for individual Christians did not have any moral-theological justification. It was, in fact, a grave moral error. In spite of this, Vatican II called for a " completely fresh reappraisal of war." 2 The policy of obliterating whole cities enacted during World War II, coupled with the development of nuclear and other indiscriminate weapons of destruction (e.g., incapacitating gases, biological weapons, etc.) and the instability of superpower relations, created an unprecedented condition for which traditional teachings on war seemed woefully inadequate, if not morally dangerous. A new, more far-reaching perspective was needed. And this was to allow for individuals the pacifist option as a second and complementary moral doctrine alongside traditional teaching on war.3 As the American Catholic bishops said in their pastoral letter on war and peace : 2 Pastoral Constitution on the Church in the Modern World, in A. Flannery, 0.P., ed., Vatican Council II: The Conciliar and Post Conciliar Documents (Collegeville, Minn. : Liturgical Press, 1975), par. 80. 3 This development in contemporary Roman Catholic teaching on war and peace has been challenged with considerable force by George Weigel in what has become one of the most controversial studies on the subject. In Tranquillitas Ordinis: The Present Failure and Future Promise of American Catholic Thought on War and Peace (New York: Oxford University Press, 1987), Weigel advances several arguments which are meant to correct what he insists is a failure among Catholic ethicists in the U.S. to develop their tradition, and, indeed, an abandonment of their heritage. " At the level of moral theory," Weigel maintains, "the two classic positions [just-war theory and pacifism] are not reconcilable. The attempt to merge them... tends to corrupt both traditions. Pacifists end up making judgments on military strategy and tactics, and just-war theorists are held accountable to arguments they previously declined to accept.... The net result is to bifurcate morality and politics, and to abandon attempts to apply the tradition of reason to the limit case of the use of armed force in the defense of values-which is precisely the result Murray most feared in his strictures against moralism" (251). For David Hollenbach's rebuttal, see his review essay, "War and Peace in American Catholic Thought: A Heritage Abandoned? " Theological Studies 48 (1987) : 711-727... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 126-138 [Access article in PDF] Music Education for the Twenty-First Century A Philosophical View of the General Education Core Anthony J. Palmer Boston University We are all one species with one brain and neural system, yet consciousness about our existence is highly contextual. Any culturally transcendent view will still be limited to one's personal experience, analytical capabilities, and cultural shaping. Nevertheless, (...) looking beyond our narrow perspectives is essential if we are to find commonality and compatibility with all humankind.Therefore, I find it incumbent that we, as college/university professors, examine our present culture-national and global-to ascertain current conditions and what positive roles each citizen may be able to play on the larger stage of world affairs. Musician-teachers, who are the products of the curriculum, should not be exempt from the responsibilities of contributing solutions. Rather, they should produce a program that is sensitive to the larger context in which we all reside. To be sure, we have no direct control over global events. We do, however, exercise at least a modicum of control over the kind of person emerging from our courses of study.In light of the foregoing, this paper will examine (1) the present global conditions with which we are confronted, (2) responsibilities of the college/university [End Page 126] faculties toward developing students with greater awareness, (3) examination of the general education that all baccalaureate students must satisfy for the degree, (4) the education within the general education courses with a focus on the music education student, and (5) a proposal on general education. The Present Context Today we are at a juncture where no one can predict the future with any assurance of accuracy. The world in the twenty-first century has taken an unexpected turn toward greater chaos and has the potential to end life as we have known it in previous centuries. Although earlier generations experienced many changes and watershed moments, the conditions were never potentially as cataclysmic as they are today because of the explosive power of our so-called defensive weapons. In addition, fed by technology, the pace of change is extremely rapid and multiplies exponentially. Robert Wright states in this regard, Neither biological evolution nor human history is a smooth, steady process. Both pass through thresholds.... To some people, the current era has the aura of a threshold; it has that unsettling, out-of-control feeling that can portend a major shift. Technological, geopolitical, and economic change seem ominously fast, and the fabric of society seems somehow tenuous.1He goes on to say, World currency markets are rocked by the turbulent force of electronically lubricated financial speculation. Weapons of mass destruction are cultivated by rogue regimes and New Age cults. Nations seem less cohesive than before, afflicted by ethnic or religious or cultural friction. Health officials seriously discuss the prospect of a worldwide plague-the unspeakably gruesome Ebola virus, perhaps, or some microbe we don't yet know about, spread around the world by jet-propelled travelers. Even tropical storms seem to have grown more intense in recent decades, arguably a result of global warming.2The foregoing was written in 2000, well before the devastating events of September 11 and subsequent human-initiated disasters, yet it still rings true. Where are we heading? What is our future with a world torn by terror, the continual development of more destructive weapons, and a seeming lack of desire to ameliorate our differences in a peaceful manner? Add to these the inexorable advance of technology that seems to know no end. It is most likely that the world in 2050-perhaps even as early as 2025-will not be recognized by our present population, assuming that we do survive as a civilized world.Of course, the outlook is not exclusively bleak and the continued development of technology is not all on the debit side of the ledger. Advances made in [End Page 127] medicine portend the re-growing of brain cells, repair... (shrink)

This work investigates the role of semantic clause types and modality in argumentative texts. We annotate argumentative microtexts with situation entity (SE) classes and additionally label the segments that contain modal verbs with their modal senses. We analyse the correlation both of SE classes and of modal verbs and senses with components of argument structures (such as premises and conclusions) and their functions (such as support and rebuttal). We find interesting tendencies in the correlations between both argument components and argumentative (...) functions with SE types. We also see interesting differences in the distributions of modal verbs and senses within different argumentative components and functions, as well as evidence that modal senses can be helpful to distinguish conclusions and premises. We conclude that both semantic clause types and modal senses can be deployed for automatic recognition and fine-grained classification of argumentative text passages. (shrink)

Invited contributions were asked for statements of how they came to be acquainted with Wittgenstein’s work, the influence it had on their own work, and how they see Wittgenstein in relation to prevalent trends in contemporary philosophy. The weight given to the various elements in the invitation was left to the discretion of the contributors. Contributions have also been included from the Rush Rhees and Peter Winch archives. Articles by: Stanley Cavell, James Conant, Cora Diamond, İlham Dilman, P.M.S. Hacker, B.F. (...) McGuinness, Anthony Palmer, D.Z. Phillips, Rush Rhees, Joachim Schulte, Eike von Savigny, Georg Henrik von Wright, and Peter Winch. (shrink)

This paper responds to Elijah Weber’s “Vulnerability, Dependence, and Special Obligations to Domesticated Animals: A Reply to Palmer”. Weber’s paper develops significant objections to the account of special obligations I developed in my book Animal Ethics in Context, in particular concerning our obligations to companion animals. In this book, I made wide-ranging claims about how we may acquire special obligations to animals, including being a beneficiary of an institution that creates vulnerable and dependent animals, and sharing in attitudes that (...) contribute to causing harms or to creating vulnerable animals. Weber finds these claims implausible, and offers an alternative, much narrower, voluntarist account, on which we only have special positive obligations if, in some way, we have agreed to them. In this paper, I defend, against Weber, a non-voluntarist account of at least some special obligations towards animals, and I respond to some of his more specific objections to my account. (shrink)

When, in the year 1516, Sir Thomas More wrote his book about the ideal state, he located it on the Island of Utopia, which was supposed to have been discovered by Raphael Hythlodaeus, a companion of Vespucci on his fourth voyage. At first a fictitious geographical name, the term “utopia” continues to live in the minds of men, although it no longer is relevant to geography or to voyages of discovery and is by no means necessarily connected with the description (...) of ideal states. Today, according to dictionaries and encyclopedias, “utopian” describes any plan which seems impossible to realize; the word is weighted either with resigned regret or with the forbearance of the sensible soul who well knows that the ideal state would in the end prove no better than the existing one. (shrink)

Context: The idea to write this paper sprang up in a casual conversation that led to the question of how the word “experience” would be translated into German. Distinctions between the German “Erleben” and “Erfahren,” and their intricacies with “Erkennen” and “Anerkennen,” soon led to the conviction that this was a thread worth pursuing. Problem: Much has been written about the nature of experience, but there is little consensus, to this day, regarding the role of consciousness in the process of (...) experiencing. Although RC acknowledges the significance of tacit or sensorimotor knowledge in the individual’s practical operating, it cannot admit it as a basis to the formation of conceptual structures that, by definition, are conscious. Method: Drawing from our backgrounds in epistemology and psychology, and a shared interest in Piaget’s psychogenetic approach, we investigate the origins and development of human experience, in this case the mastery of space, time, causation, and object-permanency. We focus on how “noticeable encounters” are gauged, reflected upon, and ultimately worked through, consciously or unconsciously, by the “experiencer.” Results: A child’s abilities to enact a certain action pattern in a given situation no more demonstrates a re-presentation of the pattern than does recognition in the case of objects. In his studies with children, Piaget has shown that the Kantian categories of space, time object, and “causality” are co-constitutive of the child’s own motion – and its felt impact – as a means to make the world cohere. Of importance here are the concepts of “effective causality,” felicitous encounters, and agency. Implications: Understanding the circumstances under which some “lived” events, whether self-initiated or striking as if out of nowhere, become noticeable and able affect a person’s life is a daunting task. This joint essay is no more than a conversation-starter and an invitation to further explore the intricacies between agency and causation, sensation and cognition, and, yes, motions and emotions in the making of consciousness itself. (shrink)

Eminent theologians John Milbank, Graham Ward, and Edith Wyschogrod discuss aesthetics, placing radical orthodoxy in dialogue with postmodern theology.

There are two pitfalls which constantly threaten the literary historian who seeks the origins or beginnings of works of the mind such as species of literature or forms of religion, as well as the examples which partake of both. One danger is that the study may become an artificial construction without sufficient concrete basis in proved historical facts; the other is that the author may prefer experience to such constructions and may be too much influenced by what he has known (...) and been impressed with as origin and beginning in his own time. The latter has at least one advantage: where there is no experience at the outset of an investigation, not even that minimum of empeiria which I shall call, with the Greek poet Aleman, peira (peira toi mathesios archa, “experience is the beginning of knowledge”), then there can be no scholarship in the fields of literature, art, and religion. In the history of those three fields we can be competently guided only by “veterans”—not mere theoreticians but men who in a sense are also “practitioners” in the creating of works of the mind. Experience takes first place not only in the natural sciences but also in modern scholarship in these areas, even with the risk that it may be too personal, too time-bound, too small in scope. (shrink)

Anyone who studied philosophy with open eyes could not fail to notice that from the very beginning, women philosophers have had an important function in the history of philosophy. How could we philosophize without starting with Plato and Socrates, and ignoring Socrates’ female teachers? And yet this has been the reality in the institutions of philosophy teaching, in universities, schools and academies, worldwide.

The Enlightenment is well known for its critical analysis of the Bible. Though the Renaissance sources have been acknowledged as an inspiration of this movement, the Querelle des femmes and its critique of the Bible has never been considered as a possible catalyst for the enlightened philosophical discourse. For centuries women have fought against interpretations of the Bible. This paper argues that the Querelle des femmes criticized the Bible not only because of its patriarchal content but also criticized philosophical thinking (...) that, for supporting the views from the Bible and its misogynist stance, misused the instruments of rational philosophy. Arguments from 1400-1750, from Nogarola to Du Châtelet prove women philosophers’ fight in favour of a critique of the Bible from a rational point of view, reflecting also on the status of what it meant, to argue rationally. (shrink)

Women who are deprived of their histories can be compared to people who have lost their memories. They are unable to build a personal identity. This analogy may be the leading paradigm for my paper, which is primarily dedicated to epistemological questions. Throughout the last 40 years, many scholars have dedicated their endeavors to conserving the writings of women philosophers. Now we have access to valuable sources that show that the history of women philosophers stretches back as far as the (...) history of philosophy itself. Using the history of women philosophers as a methodical approach to philosophy is a unique and indispensable means to widen and to change philosophical insights. Re-reading the history of philosophy and including the ideas of women philosophers, however, does not only add some more narratives but challenges the methodology of philosophy. The history of philosophy that we are traditionally educated in the western world is simply not true to the facts. Thus, I demand a rewriting of the history of philosophy that takes into account the ideas that are incorporated in the writings of women philosophers and that have been denied by the narratives and fabric of sexualized and patriarchally influenced thought. (shrink)

These two volumes, taken together, reflect a whole new phase in hermeneutic reflection. The first volume, The Hermeneutic Tradition, keys on Schleiermacher, Dilthey, Heidegger, and Gadamer, following closely the account of the hermeneutic tradition presented in Palmer's Hermeneutics and offering important selections from that tradition, including a number of essays surrounding the Gadamer-Habermas debate. It covers its selected thinkers in unusual depth and thus serves well its purpose of providing the "hermeneutic context" whose transformation it envisions in the second (...) volume. (shrink)

Since 2006, her third centenary, the eminent female figure of French Enlightenment Emilie Du Châtelet has increasingly gained attention from international scholars. Given the fact that Elisabeth Badinter’s ground-breaking monograph was published in the 1980s,[1] a comprehensive description of Du Châtelet’s life and work, delivered by an expert of the French speaking community, has been long awaited. This is especially the case, since Voltaire experts Kölving and Brown have prepared the ground for French research on Du Châtelet, delivering material on (...) her and Voltaire resulting in a voluptuous collection of “new documents and clarifications” [2] and a recently updated collection of letters from Du Châtelet.[3] In 2011, Du Châtelet’s extensive examination of the Bible was published,[4] and her translation and comments were re-edited in 2015.[5] An abundance of new material is waiting for interpretation, which is so monumental that any presentation is a challenge. Le Ru presents a succinct yet focused and well written analysis which delivers a considerable amount of information, suitable for reading by a broader audience. Likewise, this volume is exceedingly valuable for Du Châtelet scholars. It takes a very particular and systemizing stance on Du Châtelet’s entire opus and offers new perspectives. To introduce the intellectual dominion of Du Châtelet in all its facets, the book deals with philosophy, science, physics, mathematics, and morals. By doing so, Le Ru evokes the realm of Du Châtelet’s inspiration. The book is divided into two parts. The first delivers a short but profound analysis on the state of Du Châtelet scholarship. The second part adds new insights on Du Châtelet’s legacy. This highly informative book covers Du Châtelet’s work as a whole and offers its ownoutstandingly fruitful stance on research about Du Châtelet. (shrink)